More than a quarter of US children have at least one immigrant parent, but researchers and policymakers often do not have adequate data on these children's experiences in school. Information on the languages students speak at home can provide perspective on students' experiences and takes communities' unique strengths and challenges into account. States must report data on languages spoken at home to the federal government each year, yet district-level data are rarely published.
Home language data have untapped value, with far-reaching implications for instruction, student support services, and policy. Better and more public data on student background can enhance our understanding of students' experiences and provide nuanced information to educators, researchers, and policymakers to better serve distinct student subgroups. Publishing district-level home language data could inform education policy decisions, providing much-needed nuance to public education data systems.